In an impressive increase from years past, 39 percent of women in the United States had completed four years or more of college in 2022. This figure is up from 3.8 percent of women in 1940. A significant increase can also be seen in males, with 36.2 percent of the U.S. male population having completed four years or more of college in 2022, up from 5.5 percent in 1940.

4- and 2-year colleges

In the United States, college students are able to choose between attending a 2-year postsecondary program and a 4-year postsecondary program. Generally, attending a 2-year program results in an Associate’s Degree, and 4-year programs result in a Bachelor’s Degree.

Many 2-year programs are designed so that attendees can transfer to a college or university offering a 4-year program upon completing their Associate’s. Completion of a 4-year program is the generally accepted standard for entry-level positions when looking for a job.

Earnings after college

Factors such as gender, degree achieved, and the level of postsecondary education can have an impact on employment and earnings later in life. Some Bachelor’s degrees continue to attract more male students than female, particularly in STEM fields, while liberal arts degrees such as education, languages and literatures, and communication tend to see higher female attendance.

All of these factors have an impact on earnings after college, and despite nearly the same rate of attendance within the American population between males and females, men with a Bachelor’s Degree continue to have higher weekly earnings on average than their female counterparts.

In 2022, about 37.7 percent of the U.S. population who were aged 25 and above had graduated from college or another higher education institution, a slight decline from 37.9 the previous year. However, this is a significant increase from 1960, when only 7.7 percent of the U.S. population had graduated from college. Demographics Educational attainment varies by gender, location, race, and age throughout the United States. Asian-American and Pacific Islanders had the highest level of education, on average, while Massachusetts and the District of Colombia are areas home to the highest rates of residents with a bachelor’s degree or higher. However, education levels are correlated with wealth. While public education is free up until the 12th grade, the cost of university is out of reach for many Americans, making social mobility increasingly difficult. Earnings White Americans with a professional degree earned the most money on average, compared to other educational levels and races. However, regardless of educational attainment, males typically earned far more on average compared to females. Despite the decreasing wage gap over the years in the country, it remains an issue to this day. Not only is there a large wage gap between males and females, but there is also a large income gap linked to race as well.

Graph and download economic data for Expenditures: Apparel, Men and Boys by Highest Education: College Graduate: Total (CXUMENBOYSLB1407M) from 2012 to 2023 about males, apparel, tertiary schooling, expenditures, education, and USA.

United States US: School Enrollment: Secondary: Male: % Net data was reported at 89.513 % in 2015. This records an increase from the previous number of 87.832 % for 2014. United States US: School Enrollment: Secondary: Male: % Net data is updated yearly, averaging 87.442 % from Dec 1987 (Median) to 2015, with 21 observations. The data reached an all-time high of 89.513 % in 2015 and a record low of 85.450 % in 2002. United States US: School Enrollment: Secondary: Male: % Net data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Net enrollment rate is the ratio of children of official school age who are enrolled in school to the population of the corresponding official school age. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

In the academic year of 2020/21, about 860,760 male and 1.2 million female students earned a Bachelor's degree in the United States. By the academic year of 2031/32, the number of male Bachelor's degree recipients is expected to reach 975,020.

Bachelor’s degrees in the United States

American students typically earn a Bachelor’s degree for an undergraduate course of study and it is normally completed in four years. Depending on the major, students receive a Bachelor of Arts, Bachelor of Science, Bachelor of Business Administration, Bachelor of Fine Arts, or another type of certificate.

In 2021, about 1.17 million white students earned a Bachelor's degree, followed by 324,848 Hispanic students.

Bachelor's degrees and earnings

When looking at the mean income of Bachelor’s degree holders in 2021, there are marked differences between the female and male Bachelor’s degree holders. Men with a Bachelor’s degree earned about 107,315 U.S. dollars per year, compared to women, who earned 77,099 U.S. dollars per year. In addition, salaries tended to increase the more educated a person was.

Graph and download economic data for Expenditures: Apparel, Men, 16 and over by Highest Education: Less Than College Graduate: Total (CXUMENSLB1402M) from 2012 to 2023 about no college, secondary schooling, secondary, males, apparel, expenditures, education, and USA.

Graph and download economic data for Expenditures: Apparel, Men and Boys by Highest Education: College Graduate: Master's, Professional, Doctoral Degree (CXUMENBOYSLB1409M) from 2012 to 2023 about doctoral degree, professional, males, apparel, tertiary schooling, expenditures, education, and USA.

BackgroundLife expectancy at birth in the United States will likely surpass 80 years in the coming decade. Yet recent studies suggest that longevity gains are unevenly shared across age and socioeconomic groups. First, mortality in midlife has risen among non-Hispanic whites. Second, low-educated whites have suffered stalls (men) or declines (women) in adult life expectancy, which is significantly lower than among their college-educated counterparts. Estimating the number of life years lost or gained by age and cause of death, broken down by educational attainment, is crucial in identifying vulnerable populations.Methods and FindingsUsing U.S. vital statistics data from 1990 to 2010, this study decomposes the change in life expectancy at age 25 by age and cause of death across educational attainment groups, broken down by race and gender. The findings reveal that mortality in midlife increased for white women (and to a lesser extent men) with 12 or fewer years of schooling, accounting for most of the stalls or declines in adult life expectancy observed in those groups. Among blacks, mortality declined in nearly all age and educational attainment groups. Although an educational gradient was found across multiple causes of death, between 60 and 80 percent of the gap in adult life expectancy was explained by cardiovascular diseases, smoking-related diseases, and external causes of death. Furthermore, the number of life years lost to smoking-related, external, and other causes of death increased among low- and high school-educated whites, explaining recent stalls or declines in longevity.ConclusionsLarge segments of the American population—particularly low- and high school-educated whites under age 55—are diverging from their college-educated counterparts and losing additional years of life to smoking-related diseases and external causes of death. If this trend continues, old-age mortality may also increase for these birth cohorts in the coming decades.

This statistic shows the percentage of the White, non-Hispanic population aged between 25 and 29 with a bachelor's or a higher level degree in the United States from 1975 to 2021, by gender. In 2021, about ** percent of white, non-Hispanic females had attained at least a bachelor's degree in the United States.

United States US: Share of Youth Not in Education, Employment or Training: Male: % of Male Youth Population data was reported at 15.630 % in 2012. This records a decrease from the previous number of 16.200 % for 2011. United States US: Share of Youth Not in Education, Employment or Training: Male: % of Male Youth Population data is updated yearly, averaging 16.590 % from Dec 2009 (Median) to 2012, with 4 observations. The data reached an all-time high of 17.330 % in 2010 and a record low of 15.630 % in 2012. United States US: Share of Youth Not in Education, Employment or Training: Male: % of Male Youth Population data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Employment and Unemployment. Share of youth not in education, employment or training (NEET) is the proportion of young people who are not in education, employment, or training to the population of the corresponding age group: youth (ages 15 to 24); persons ages 15 to 29; or both age groups.; ; International Labour Organization, ILOSTAT database. Data retrieved in November 2017.; Weighted Average;

About this dataset

Context

The dataset tabulates the population of Learned by gender across 18 age groups. It lists the male and female population in each age group along with the gender ratio for Learned. The dataset can be utilized to understand the population distribution of Learned by gender and age. For example, using this dataset, we can identify the largest age group for both Men and Women in Learned. Additionally, it can be used to see how the gender ratio changes from birth to senior most age group and male to female ratio across each age group for Learned.

Key observations

Largest age group (population): Male # 70-74 years (8) | Female # 70-74 years (8). Source: U.S. Census Bureau American Community Survey (ACS) 2019-2023 5-Year Estimates.

Content

When available, the data consists of estimates from the U.S. Census Bureau American Community Survey (ACS) 2019-2023 5-Year Estimates.

Age groups:

• Under 5 years
• 5 to 9 years
• 10 to 14 years
• 15 to 19 years
• 20 to 24 years
• 25 to 29 years
• 30 to 34 years
• 35 to 39 years
• 40 to 44 years
• 45 to 49 years
• 50 to 54 years
• 55 to 59 years
• 60 to 64 years
• 65 to 69 years
• 70 to 74 years
• 75 to 79 years
• 80 to 84 years
• 85 years and over

Scope of gender :

Please note that American Community Survey asks a question about the respondents current sex, but not about gender, sexual orientation, or sex at birth. The question is intended to capture data for biological sex, not gender. Respondents are supposed to respond with the answer as either of Male or Female. Our research and this dataset mirrors the data reported as Male and Female for gender distribution analysis.

Variables / Data Columns

• Age Group: This column displays the age group for the Learned population analysis. Total expected values are 18 and are define above in the age groups section.
• Population (Male): The male population in the Learned is shown in the following column.
• Population (Female): The female population in the Learned is shown in the following column.
• Gender Ratio: Also known as the sex ratio, this column displays the number of males per 100 females in Learned for each age group.

Good to know

Margin of Error

Data in the dataset are based on the estimates and are subject to sampling variability and thus a margin of error. Neilsberg Research recommends using caution when presening these estimates in your research.

Custom data

If you do need custom data for any of your research project, report or presentation, you can contact our research staff at research@neilsberg.com for a feasibility of a custom tabulation on a fee-for-service basis.

Inspiration

Neilsberg Research Team curates, analyze and publishes demographics and economic data from a variety of public and proprietary sources, each of which often includes multiple surveys and programs. The large majority of Neilsberg Research aggregated datasets and insights is made available for free download at https://www.neilsberg.com/research/.

Recommended for further research

This dataset is a part of the main dataset for Learned Population by Gender. You can refer the same here

About this dataset

Context

The dataset tabulates the population of Learned by gender across 18 age groups. It lists the male and female population in each age group along with the gender ratio for Learned. The dataset can be utilized to understand the population distribution of Learned by gender and age. For example, using this dataset, we can identify the largest age group for both Men and Women in Learned. Additionally, it can be used to see how the gender ratio changes from birth to senior most age group and male to female ratio across each age group for Learned.

Key observations

Largest age group (population): Male # 70-74 years (6) | Female # 65-69 years (7). Source: U.S. Census Bureau American Community Survey (ACS) 2018-2022 5-Year Estimates.

Content

When available, the data consists of estimates from the U.S. Census Bureau American Community Survey (ACS) 2018-2022 5-Year Estimates.

Age groups:

• Under 5 years
• 5 to 9 years
• 10 to 14 years
• 15 to 19 years
• 20 to 24 years
• 25 to 29 years
• 30 to 34 years
• 35 to 39 years
• 40 to 44 years
• 45 to 49 years
• 50 to 54 years
• 55 to 59 years
• 60 to 64 years
• 65 to 69 years
• 70 to 74 years
• 75 to 79 years
• 80 to 84 years
• 85 years and over

Scope of gender :

Please note that American Community Survey asks a question about the respondents current sex, but not about gender, sexual orientation, or sex at birth. The question is intended to capture data for biological sex, not gender. Respondents are supposed to respond with the answer as either of Male or Female. Our research and this dataset mirrors the data reported as Male and Female for gender distribution analysis.

Variables / Data Columns

• Age Group: This column displays the age group for the Learned population analysis. Total expected values are 18 and are define above in the age groups section.
• Population (Male): The male population in the Learned is shown in the following column.
• Population (Female): The female population in the Learned is shown in the following column.
• Gender Ratio: Also known as the sex ratio, this column displays the number of males per 100 females in Learned for each age group.

Good to know

Margin of Error

Data in the dataset are based on the estimates and are subject to sampling variability and thus a margin of error. Neilsberg Research recommends using caution when presening these estimates in your research.

Custom data

If you do need custom data for any of your research project, report or presentation, you can contact our research staff at research@neilsberg.com for a feasibility of a custom tabulation on a fee-for-service basis.

Inspiration

Neilsberg Research Team curates, analyze and publishes demographics and economic data from a variety of public and proprietary sources, each of which often includes multiple surveys and programs. The large majority of Neilsberg Research aggregated datasets and insights is made available for free download at https://www.neilsberg.com/research/.

Recommended for further research

This dataset is a part of the main dataset for Learned Population by Gender. You can refer the same here

United States US: School Enrollment: Preprimary: Male: % Gross data was reported at 70.066 % in 2015. This records an increase from the previous number of 69.642 % for 2014. United States US: School Enrollment: Preprimary: Male: % Gross data is updated yearly, averaging 65.893 % from Dec 1981 (Median) to 2015, with 17 observations. The data reached an all-time high of 71.459 % in 1996 and a record low of 53.566 % in 1981. United States US: School Enrollment: Preprimary: Male: % Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s United States – Table US.World Bank.WDI: Education Statistics. Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Preprimary education refers to programs at the initial stage of organized instruction, designed primarily to introduce very young children to a school-type environment and to provide a bridge between home and school.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

In the academic year of 2022, it is expected that 551,460 female and 331,530 male students will earn a Master’s degree in the United States. These figures are a significant increase from the academic year of 1950, when 16,980 female students and 41,220 male students earned a Master’s degree.

What is a Master’s degree?

A Master’s degree is an academic degree granted by universities after finishing a Bachelor’s degree. Master’s degrees focus in on a specific field and are more specialized than a Bachelor’s. A typical Master’s program is about two years long, with the final semester focusing on the thesis. Master’s degree programs are usually harder to get into than Bachelor’s degree programs, due to the rigor of the program. Because these programs are so competitive, those with a Master’s degree are typically paid more than those with a Bachelor’s degree.

Master’s degrees in the United States

The number of master’s degrees granted in the United States has steadily increased since the 1970s and is expected to continue to increase. In 2021, the Master’s degree program with the worst job prospects in the United States by mid-career median pay was counseling, while the program with the best job prospects was a physician's assistant.

Diversity in Tech Statistics: In today's tech-driven world, discussions about diversity in the technology sector have gained significant traction. Recent statistics shed light on the disparities and opportunities within this industry. According to data from various sources, including reports from leading tech companies and diversity advocacy groups, the lack of diversity remains a prominent issue. For example, studies reveal that only 25% of computing jobs in the United States are held by women, while Black and Hispanic individuals make up just 9% of the tech workforce combined. Additionally, research indicates that LGBTQ+ individuals are underrepresented in tech, with only 2.3% of tech workers identifying as LGBTQ+. Despite these challenges, there are promising signs of progress. Companies are increasingly recognizing the importance of diversity and inclusion initiatives, with some allocating significant resources to address these issues. For instance, tech giants like Google and Microsoft have committed millions of USD to diversity programs aimed at recruiting and retaining underrepresented talent. As discussions surrounding diversity in tech continue to evolve, understanding the statistical landscape is crucial in fostering meaningful change and creating a more inclusive industry for all. Editor’s Choice In 2021, 7.9% of the US labor force was employed in technology. Women hold only 26.7% of tech employment, while men hold 73.3% of these positions. White Americans hold 62.5% of the positions in the US tech sector. Asian Americans account for 20% of jobs, Latinx Americans 8%, and Black Americans 7%. 83.3% of tech executives in the US are white. Black Americans comprised 14% of the population in 2019 but held only 7% of tech employment. For the same position, at the same business, and with the same experience, women in tech are typically paid 3% less than men. The high-tech sector employs more men (64% against 52%), Asian Americans (14% compared to 5.8%), and white people (68.5% versus 63.5%) compared to other industries. The tech industry is urged to prioritize inclusion when hiring, mentoring, and retaining employees to bridge the digital skills gap. Black professionals only account for 4% of all tech workers despite being 13% of the US workforce. Hispanic professionals hold just 8% of all STEM jobs despite being 17% of the national workforce. Only 22% of workers in tech are ethnic minorities. Gender diversity in tech is low, with just 26% of jobs in computer-related sectors occupied by women. Companies with diverse teams have higher profitability, with those in the top quartile for gender diversity being 25% more likely to have above-average profitability. Every month, the tech industry adds about 9,600 jobs to the U.S. economy. Between May 2009 and May 2015, over 800,000 net STEM jobs were added to the U.S. economy. STEM jobs are expected to grow by another 8.9% between 2015 and 2024. The percentage of black and Hispanic employees at major tech companies is very low, making up just one to three percent of the tech workforce. Tech hiring relies heavily on poaching and incentives, creating an unsustainable ecosystem ripe for disruption. Recruiters have a significant role in disrupting the hiring process to support diversity and inclusion. You May Also Like To Read Outsourcing Statistics Digital Transformation Statistics Internet of Things Statistics Computer Vision Statistics

This dataset consists of a selection of variables extracted from the U.S. Department of Education's College Scorecard 2015/2016. For the original, raw data visit the College Scorecard webpage. This dataset includes variables about institution types, proportion of degree types awarded, student enrollments and demographics, and a number of price and revenue variables. For 2005-2006 data, see here.Note: Data is not uniformly available for all schools on all variables. Variables for which there is no data (NULL), or where data is suppressed for reasons of privacy, are indicated by 999999999.

ATTRIBUTE DESCRIPTION EXAMPLE

ID2 1

UNITIDUnit ID for institution 100654

OPEID 8-digit OPE ID for institution 100200

OPEID6 6-digit OPE ID for institution 1002

State FIPS

1

State

AL

Zip

35762

City

Normal

Institution Name

Alabama A & M University

Institution Type 1 Public 2 Private nonprofit 3 Private for-profit 1

Institution Level 1 4-year 2 2-year 3 Less-than-2-year 1

In Operation 1 true 0 false 1

Main Campus 1 true 0 false 1

Branches Count of the number of branches 1

Popular Degree 1 Predominantly certificate-degree granting 2 Predominantly associate's-degree granting 3 Predominantly bachelor's-degree granting 4 Entirely graduate-degree granting 3

Highest Degree 0 Non-degree-granting 1 Certificate degree 2 Associate degree 3 Bachelor's degree 4 Graduate degree 4

PCIP01 Percentage of degrees awarded in Agriculture, Agriculture Operations, And Related Sciences. 0.0446

PCIP03 Percentage of degrees awarded in Natural Resources And Conservation. 0.0023

PCIP04 Percentage of degrees awarded in Architecture And Related Services. 0.0094

PCIP05 Percentage of degrees awarded in Area, Ethnic, Cultural, Gender, And Group Studies. 0

PCIP09 Percentage of degrees awarded in Communication, Journalism, And Related Programs. 0

PCIP10 Percentage of degrees awarded in Communications Technologies/Technicians And Support Services. 0.0164

PCIP11 Percentage of degrees awarded in Computer And Information Sciences And Support Services. 0.0634

PCIP12 Percentage of degrees awarded in Personal And Culinary Services. 0

PCIP13 Percentage of degrees awarded in Education. 0.1268

PCIP14 Percentage of degrees awarded in Engineering. 0.1432

PCIP15 Percentage of degrees awarded in Engineering Technologies And Engineering-Related Fields. 0.0587

PCIP16 Percentage of degrees awarded in Foreign Languages, Literatures, And Linguistics. 0

PCIP19 Percentage of degrees awarded in Family And Consumer Sciences/Human Sciences. 0.0188

PCIP22 Percentage of degrees awarded in Legal Professions And Studies. 0

PCIP23 Percentage of degrees awarded in English Language And Literature/Letters. 0.0235

PCIP24 Percentage of degrees awarded in Liberal Arts And Sciences, General Studies And Humanities. 0.0423

PCIP25 Percentage of degrees awarded in Library Science. 0

PCIP26 Percentage of degrees awarded in Biological And Biomedical Sciences. 0.1009

PCIP27 Percentage of degrees awarded in Mathematics And Statistics. 0.0094

PCIP29 Percentage of degrees awarded in Military Technologies And Applied Sciences. 0

PCIP30 Percentage of degrees awarded in Multi/Interdisciplinary Studies. 0

PCIP31 Percentage of degrees awarded in Parks, Recreation, Leisure, And Fitness Studies. 0

PCIP38 Percentage of degrees awarded in Philosophy And Religious Studies. 0

PCIP39 Percentage of degrees awarded in Theology And Religious Vocations. 0

PCIP40 Percentage of degrees awarded in Physical Sciences. 0.0188

PCIP41 Percentage of degrees awarded in Science Technologies/Technicians. 0

PCIP42 Percentage of degrees awarded in Psychology. 0.0282

PCIP43 Percentage of degrees awarded in Homeland Security, Law Enforcement, Firefighting And Related Protective Services. 0.0282

PCIP44 Percentage of degrees awarded in Public Administration And Social Service Professions. 0.0516

PCIP45 Percentage of degrees awarded in Social Sciences. 0.0399

PCIP46 Percentage of degrees awarded in Construction Trades. 0

PCIP47 Percentage of degrees awarded in Mechanic And Repair Technologies/Technicians. 0

PCIP48 Percentage of degrees awarded in Precision Production. 0

PCIP49 Percentage of degrees awarded in Transportation And Materials Moving. 0

PCIP50 Percentage of degrees awarded in Visual And Performing Arts. 0.0258

PCIP51 Percentage of degrees awarded in Health Professions And Related Programs. 0

PCIP52 Percentage of degrees awarded in Business, Management, Marketing, And Related Support Services. 0.1479

PCIP54 Percentage of degrees awarded in History. 0

Admission Rate

0.6538

Average RetentionRate of retention averaged between full-time and part-time students. 0.4428

Retention, Full-Time Students

0.5779

Retention, Part-Time Students

0.3077

Completion Rate

0.1104

Enrollment Number of enrolled students 4505

Male Students Percentage of the student body that is male. 0.4617

Female Students Percentage of the student body that is female. 0.5383

White Percentage of the student body that identifies as white. 0.034

Black Percentage of the student body that identifies as African American. 0.9216

Hispanic Percentage of the student body that identifies as Hispanic or Latino. 0.0058

Asian Percentage of the student body that identifies as Asian. 0.0018

American Indian and Alaskan Native Percentage of the student body that identifies as American Indian or Alaskan Native. 0.0022

Native Hawaiian and Pacific Islander Percentage of the student body that identifies as Native Hawaiian or Pacific islander. 0.0018

Two or More Races Percentage of the student body that identifies as two or more races. 0

Non-Resident Aliens Percentage of the student body that are non-resident aliens. 0.0062

Race Unknown Percentage of the student body for whom racial identity is unknown. 0.0266

Percent Parents no HS Diploma Percentage of parents of students whose highest level of education is less than high school. 0.019298937

Percent Parents HS Diploma Percentage of parents of students whose highest level of education is high school 0.369436786

Percent Parents Post-Secondary Ed. Percentage of parents of students whose highest level of education is college or above. 0.611264277

Title IV Students Percentage of student body identified as Title IV 743

HCM2 Cash Monitoring Schools identified by the Department of Ed for Higher Cash Monitoring Level 2 0

Net Price

13435

Cost of Attendance

20809

In-State Tuition and Fees

9366

Out-of-State Tuition and Fees

17136

Tuition and Fees (Program) Tuition and fees for program-year schools NULL

Tution Revenue per Full-Time Student

9657

Expenditures per Full-Time Student

7941

Average Faculty Salary

7017

Percent of Students with Federal Loan

0.8159

Share of Students with Federal Loan

0.896382157

Share of Students with Pell Grant

0.860906217

Median Loan Principal Amount upon Entering Repayment

14600

Median Debt for Completed Students Median debt for student who completed a course of study 35000

Median Debt for Incompleted Students Median debt for student who did not complete a course of study 9500

Median Debt for Family Income $0K-$30K Median debt for students of families with less thank $30,000 income 14457

Median Debt for Family Income $30K-$75K Median debt for students of families with $30,000-$75,000 income 15000

Median Debt for Family Income over $75K Median debt for students of families with over $75,000 income 14250

Median Debt Female Students

16000

Median Debt Male Students

13750

Median Debt 1st Gen. Students Median debt for first generation college student 14307.5

Median Debt Not 1st Gen. Students Median debt for not first generation college students 14953

Cumulative Loan Debt Greater than 90% of Students (90th Percentile)

48750

Cumulative Loan Debt Greater than 75% of Students (75th Percentile)

32704

Cumulative Loan Debt Greater than 25% of Students (25th Percentile)

5500

Cumulative Loan Debt Greater than 10% of Students (10th Percentile)

3935.5

Accrediting Agency

Southern Association of Colleges and Schools Commission on Colleges

Website

www.aamu.edu/

Price Calculator

www2.aamu.edu/scripts/netpricecalc/npcalc.htm

Latitude

34.783368

Longitude

-86.568502

People in different subgroups age at different rates. Surveys containing biomarkers can be used to assess these subgroup differences. We illustrate this using hand-grip strength to produce an easily interpretable, physical-based measure that allows us to compare characteristic-based ages across educational subgroups in the United States. Hand-grip strength has been shown to be a good predictor of future mortality and morbidity, and therefore a useful indicator of population aging. Data from the Health and Retirement Survey (HRS) were used. Two education subgroups were distinguished, those with less than a high school diploma and those with more education. Regressions on hand-grip strength were run for each sex and race using age and education, their interactions and other covariates as independent variables. Ages of identical mean hand-grip strength across education groups were compared for people in the age range 60 to 80. The hand-grip strength of 65 year old white males with less education was the equivalent to that of 69.6 (68.2, 70.9) year old white men with more education, indicating that the more educated men had aged more slowly. This is a constant characteristic age, as defined in the Sanderson and Scherbov article “The characteristics approach to the measurement of population aging” published 2013 in Population and Development Review. Sixty-five year old white females with less education had the same average hand-grip strength as 69.4 (68.2, 70.7) year old white women with more education. African-American women at ages 60 and 65 with more education also aged more slowly than their less educated counterparts. African American men with more education aged at about the same rate as those with less education. This paper expands the toolkit of those interested in population aging by showing how survey data can be used to measure the differential extent of aging across subpopulations.

In 2022, around 91.8 percent of women had graduated high school or had obtained a higher educational degree in the United States. This is an increase from 1960, when 42.5 percent of women in the U.S. had graduated from high school or above.

Explore the Saudi Arabia World Development Indicators dataset , including key indicators such as Access to clean fuels, Adjusted net enrollment rate, CO2 emissions, and more. Find valuable insights and trends for Saudi Arabia, Bahrain, Kuwait, Oman, Qatar, China, and India.

Indicator, Access to clean fuels and technologies for cooking, rural (% of rural population), Access to electricity (% of population), Adjusted net enrollment rate, primary, female (% of primary school age children), Adjusted net national income (annual % growth), Adjusted savings: education expenditure (% of GNI), Adjusted savings: mineral depletion (current US$), Adjusted savings: natural resources depletion (% of GNI), Adjusted savings: net national savings (current US$), Adolescents out of school (% of lower secondary school age), Adolescents out of school, female (% of female lower secondary school age), Age dependency ratio (% of working-age population), Agricultural methane emissions (% of total), Agriculture, forestry, and fishing, value added (current US$), Agriculture, forestry, and fishing, value added per worker (constant 2015 US$), Alternative and nuclear energy (% of total energy use), Annualized average growth rate in per capita real survey mean consumption or income, total population (%), Arms exports (SIPRI trend indicator values), Arms imports (SIPRI trend indicator values), Average working hours of children, working only, ages 7-14 (hours per week), Average working hours of children, working only, male, ages 7-14 (hours per week), Cause of death, by injury (% of total), Cereal yield (kg per hectare), Changes in inventories (current US$), Chemicals (% of value added in manufacturing), Child employment in agriculture (% of economically active children ages 7-14), Child employment in manufacturing, female (% of female economically active children ages 7-14), Child employment in manufacturing, male (% of male economically active children ages 7-14), Child employment in services (% of economically active children ages 7-14), Child employment in services, female (% of female economically active children ages 7-14), Children (ages 0-14) newly infected with HIV, Children in employment, study and work (% of children in employment, ages 7-14), Children in employment, unpaid family workers (% of children in employment, ages 7-14), Children in employment, wage workers (% of children in employment, ages 7-14), Children out of school, primary, Children out of school, primary, male, Claims on other sectors of the domestic economy (annual growth as % of broad money), CO2 emissions (kg per 2015 US$ of GDP), CO2 emissions (kt), CO2 emissions from other sectors, excluding residential buildings and commercial and public services (% of total fuel combustion), CO2 emissions from transport (% of total fuel combustion), Communications, computer, etc. (% of service exports, BoP), Condom use, population ages 15-24, female (% of females ages 15-24), Container port traffic (TEU: 20 foot equivalent units), Contraceptive prevalence, any method (% of married women ages 15-49), Control of Corruption: Estimate, Control of Corruption: Percentile Rank, Upper Bound of 90% Confidence Interval, Control of Corruption: Standard Error, Coverage of social insurance programs in 4th quintile (% of population), CPIA building human resources rating (1=low to 6=high), CPIA debt policy rating (1=low to 6=high), CPIA policies for social inclusion/equity cluster average (1=low to 6=high), CPIA public sector management and institutions cluster average (1=low to 6=high), CPIA quality of budgetary and financial management rating (1=low to 6=high), CPIA transparency, accountability, and corruption in the public sector rating (1=low to 6=high), Current education expenditure, secondary (% of total expenditure in secondary public institutions), DEC alternative conversion factor (LCU per US$), Deposit interest rate (%), Depth of credit information index (0=low to 8=high), Diarrhea treatment (% of children under 5 who received ORS packet), Discrepancy in expenditure estimate of GDP (current LCU), Domestic private health expenditure per capita, PPP (current international $), Droughts, floods, extreme temperatures (% of population, average 1990-2009), Educational attainment, at least Bachelor's or equivalent, population 25+, female (%) (cumulative), Educational attainment, at least Bachelor's or equivalent, population 25+, male (%) (cumulative), Educational attainment, at least completed lower secondary, population 25+, female (%) (cumulative), Educational attainment, at least completed primary, population 25+ years, total (%) (cumulative), Educational attainment, at least Master's or equivalent, population 25+, male (%) (cumulative), Educational attainment, at least Master's or equivalent, population 25+, total (%) (cumulative), Electricity production from coal sources (% of total), Electricity production from nuclear sources (% of total), Employers, total (% of total employment) (modeled ILO estimate), Employment in industry (% of total employment) (modeled ILO estimate), Employment in services, female (% of female employment) (modeled ILO estimate), Employment to population ratio, 15+, male (%) (modeled ILO estimate), Employment to population ratio, ages 15-24, total (%) (national estimate), Energy use (kg of oil equivalent per capita), Export unit value index (2015 = 100), Exports of goods and services (% of GDP), Exports of goods, services and primary income (BoP, current US$), External debt stocks (% of GNI), External health expenditure (% of current health expenditure), Female primary school age children out-of-school (%), Female share of employment in senior and middle management (%), Final consumption expenditure (constant 2015 US$), Firms expected to give gifts in meetings with tax officials (% of firms), Firms experiencing losses due to theft and vandalism (% of firms), Firms formally registered when operations started (% of firms), Fixed broadband subscriptions, Fixed telephone subscriptions (per 100 people), Foreign direct investment, net outflows (% of GDP), Forest area (% of land area), Forest area (sq. km), Forest rents (% of GDP), GDP growth (annual %), GDP per capita (constant LCU), GDP per unit of energy use (PPP $ per kg of oil equivalent), GDP, PPP (constant 2017 international $), General government final consumption expenditure (current LCU), GHG net emissions/removals by LUCF (Mt of CO2 equivalent), GNI growth (annual %), GNI per capita (constant LCU), GNI, PPP (current international $), Goods and services expense (current LCU), Government Effectiveness: Percentile Rank, Government Effectiveness: Percentile Rank, Lower Bound of 90% Confidence Interval, Government Effectiveness: Standard Error, Gross capital formation (annual % growth), Gross capital formation (constant 2015 US$), Gross capital formation (current LCU), Gross fixed capital formation, private sector (% of GDP), Gross intake ratio in first grade of primary education, male (% of relevant age group), Gross intake ratio in first grade of primary education, total (% of relevant age group), Gross national expenditure (current LCU), Gross national expenditure (current US$), Households and NPISHs Final consumption expenditure (constant LCU), Households and NPISHs Final consumption expenditure (current US$), Households and NPISHs Final consumption expenditure, PPP (constant 2017 international $), Households and NPISHs final consumption expenditure: linked series (current LCU), Human capital index (HCI) (scale 0-1), Human capital index (HCI), male (scale 0-1), Immunization, DPT (% of children ages 12-23 months), Import value index (2015 = 100), Imports of goods and services (% of GDP), Incidence of HIV, ages 15-24 (per 1,000 uninfected population ages 15-24), Incidence of HIV, all (per 1,000 uninfected population), Income share held by highest 20%, Income share held by lowest 20%, Income share held by third 20%, Individuals using the Internet (% of population), Industry (including construction), value added (constant LCU), Informal payments to public officials (% of firms), Intentional homicides, male (per 100,000 male), Interest payments (% of expense), Interest rate spread (lending rate minus deposit rate, %), Internally displaced persons, new displacement associated with conflict and violence (number of cases), International tourism, expenditures for passenger transport items (current US$), International tourism, expenditures for travel items (current US$), Investment in energy with private participation (current US$), Labor force participation rate for ages 15-24, female (%) (modeled ILO estimate), Development

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In 2023, the mean income of Black Bachelor's degree holders was ****** U.S. dollars, compared to ****** U.S. dollars for White Americans with a Bachelor's degree.